Evaluations are a tool of professional development and school improvement. With a commitment toward self-appraisal and collaborative accountability, evaluations can help us in personal growth and improve the climate of our schools. Yet, the critical factors are a buy-in to the advantages, and a sincere supportive management structure must demonstrate humility while also functioning as a coach.

1. Principal and Teacher Evaluations
Can Heal …and they can also
hurt.
Susan Labadi
SusanLabadi.com

5. Teacher
&
Principal
Evaluations

6. • 87% of 600 Chicago public schools did
NOT give an Unsatisfactory rating of
teachers
• Yet, 10% of the schools were considered
Failures
• Only 0.3% were rated Unsatisfactory
while
• 93% of the 25,000 teachers rated
“Excellent” or “Superior” (Toth 2008)

7. •Use Student Growth
Indicators
•Measure Teachers’ Skills

8. • Value Added Measure-Compared
student learning between two points in
time
However, Marzano and Toth (2013)
found VAMS and teaching skill may not
correlate.
Therefore, they can be
inaccurate measures
of

9. 1. Measure student growth in Multiple Ways
2. Data from Multiple Observations and Multiple
Evaluations
3. Evaluations should also include Planning Stage
before Teaching
4. Evaluations are to provide Accurate Distribution
of Abilities and Foster Teacher Development
5. The Evaluation Process should Enhance
Teachers’ Skills
6. Evaluations for Teachers and their Education
Leaders should Recognize Interdependency.

10. In Finland, teachers see themselves
as highly trained professionals
U.S. teachers are at a 25 year low with
39 percent rating themselves as “very
satisfied” (MetLife Study 2013)

11. • Michael Fullan, The Principal:
Three Keys to Maximizing Impact
•Why research and micromanage?
Time is better spent Leading
Teachers to LEARN, DISSEMINATE
KNOWLEDGE, and BE A CHANGE
AGENT

12. • Linda Darling-Hammond (2013)
states, “…expected to observe
teachers, mentor beginners,
coach those who need help,
document concerns and support
processes for those who
struggle…recommend dismissal
based on the assembled record
(p. 24).

13. …in addition to other functions for
leadership, expertise, and
accountability.
Principals are frustrated by the lack
of professional training of their
evaluators, deficient instrument
designs, improper measurement
criteria, and observations

14. • When researchers asked, “What
effect, if any has your experience with
evaluation had on your belief about
your performance?
• 74% felt the evaluation process did
not work (McMahon, Peters, and
Schumacher)
One principal exclaimed…

15. • “My evaluations HAVE NOT reflected
the amount of work I have done nor
the quality. I have to believe in myself
and value the work I have done
without receiving the compliments or
adequate evaluations from my
supervisors.” (McMahon, et al.)

16. • Evaluations were originated from corporate
culture, however schools are Communities
whereby people are more intimately
connected.
• Communities influence goals, habits,
perceptions, and their effects are long
lasting into people’s lives.

17. Motivated by desire to be part of something
more substantial
Morale can be contagious and more long
lasting

18. We will… ₁₀ ₁₁
•Develop All Stakeholders
•Help Individuals Find Their
Talents
•Demonstrate Humility
•Target Student Achievement as
a Type of Knowledge or Skill

19. • Peer Assistance and Review (PAR),
started over 30 years ago and is used in at
least 13 states
• Highly expert mentor teachers train
under the principal as evaluators and
coaches
• Recommendations are based on
evidence

20. • Principal Effectiveness “I can do it and I
want to do it” ethic comes from the
principal who protects …
• Instructional Time and Develops
Learning Communities (Marzano, et al.)
• This is a Top-down Strategy for
Administrative Support, Appropriate
Structure, and Monitoring

21. • Administrative Support – begins
with Needs Assessment
• Communication of Expectation
• Planning and Budgeting
Resources

22. •Research-based efficacy
•Promotes collaborative efforts
•Enhances reflective practice
•Bolsters initiative and skills
•Overall positive cultural change

24. •Facilitates the client to find
their own means to advance
•Not all clients are “willing”
•Probe, Plan, Timeline
•Client is Accountable

25. •Mentors are Models
•Responsibility is on the mentee
to learn
•Could be one-way
•Mentor has no risk in the
relationship

26. •Sponsors open doors
•They give support
•Reciprocal Relationship
•Potential risk to the sponsor’s
reputation

27. • Voluntary engagement in reflection
and learning
• Develops customized PD plan
• Guided use of data and
measurement
• Goals are personalized with
benchmarks and interventions
• Regular visits and adjustments to
goals

28. • It is the most commonly adopted structure at this time.
• Teaching is divided into 22 components ( and 76 smaller
elements) clustered into 4 domains of responsibility (The
Danielson Framework website)

29. Prepare a plan
Select objectives or activities for review
Determine observation times and places
Observe and collect multiple data points
Analyze data and provide feedback
Summarize and interpret collected observed
data
Report results, target achievement,
recommend further PD 7 steps per
Ubben, et al.